Araştırma Makalesi
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MINDFULNESS TEMELLİ BEDEN EĞİTİMİ VE OYUN DERSLERİNİN İLKOKUL ÖĞRENCİLERİNİN MINDFULNESS İLE DUYGUSAL VE PSİKOLOJİK İYİ OLUŞ DÜZEYLERİ ÜZERİNE ETKİSİ

Yıl 2022, Cilt: 16 Sayı: 2, 105 - 116, 22.08.2022

Öz

Bu araştırmada mindfulness temelli beden eğitimi ve oyun derslerinin ilkokul öğrencilerinin mindfulness ile duygusal ve psikolojik iyi oluş düzeyleri üzerine etkileri incelenmiştir. Bu araştırmanın çalışma grubunu, 2020-2021 güz döneminde Niğde ODTÜ Geliştirme Vakfı Okul‘unda öğrenim görmekte olan 30 öğrenci oluşturmuştur. 15 öğrenci deney grubunu 15 öğrenci de kontrol grubunu oluşturacak şekilde basit tesadüfi örnekleme yöntemi kullanılarak düzenlenmiştir. Araştırma, kontrol gruplu ön test-son test modelinin kullanıldığı tam deneysel bir çalışmadır. Deney grubuna araştırmacı tarafından geliştirilen beden eğitimi ve oyun derslerinde mindfulness uygulamalarını kullanabilmeleri için 8 haftalık bir program uygulanmıştır. Araştırmada veri toplama aracı olarak BAU Çocuklar İçin Mindfulness Ölçeği (BAU-ÇMÖ) ve Stirling Çocuklar İçin Duygusal ve Psikolojik İyi Oluş Ölçeği (SCDPİÖ) kullanılmıştır. Bu çalışmada elde edilen veriler Mann-Whitney U ve Wilcoxon İşaretli Sıra testi kullanılarak analiz edilmiştir. Sonuç olarak 8 haftalık mindfulness temelli beden eğitimi ve oyun derslerinin ilkokul öğrencilerinin mindfulness ile duygusal ve psikolojik iyi oluşları üzerinde anlamlı bir etkisi olmadığı tespit edilmiştir. Deney grubu öğrencilerinin BAU-ÇMÖ tutum alt boyutuna ilişkin son test puan ortalamaları (x̄= 24,40), farkındalık alt boyutuna ilişkin son test ortalama puanları (x̄= 19,33), SCDPİÖ’den aldıkları son test puan ortalamaları (x̄= 51,27) olarak bulunmuştur.

Kaynakça

  • Napoli M., Krech PR., Holley LC. (2005). Mindfulness training for elementary school students: The attention academy. Journal of Applied School Psychology. 21(1), 99-125.
  • Kabat-Zinn J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain and illness. New York, NY: Delacorte.
  • Kınay F. (2013). Beş boyutlu bilinçli farkındalık ölçeği’ni Türkçe’ye uyarlama, geçerlik ve güvenirlik çalışması. Yüksek Lisans Tezi, İstanbul Bilim Üniversitesi Sosyal Bilimler Enstitüsü. İstanbul.
  • Chiesa A., Serretti A. (2009). Mindfulness-based stress reduction for stress management in healthy people: a review and meta-analysis. The Journal of Alternative and Complementary Medicine.15(5), 593-600.
  • Hoge EA., Bui E., Marques L., Metcalf CA., Morris LK., Robinaugh D., Worthington JJ., Pollack MH., Simon NM. (2013). Randomized controlled trial of mindfulness meditation for generalized anxiety disorder: effects on anxiety and stress reactivity. The Journal of Clinical Psychiatry. 74(8), 786-792.
  • Schneider J., Malinowski P., Watson PM., Lattimore P. (2019). The role of mindfulness in physical activity: a systematic review. Obesity Reviews. 20(3), 448-463.
  • Ennis CD. (2017). Educating students for a lifetime of physical activity: enhancing mindfulness, motivation and meaning. Research Quarterly for Exercise and Sport. 88(3), 241-250.
  • Bain LL. (1995). Mindfulness and subjective knowledge. Quest. 47(2), 238-253.
  • Lu C. (2012). Integrating mindfulness into school physical activity programming. Teaching & Learning. 7(1), 37-46.
  • Mulhearn SC., Kulinna PH., Lorenz KA. (2017). Harvesting harmony: mindfulness in physical education. Journal of Physical Education, Recreation & Dance. 88(6), 44-50.
  • Hanh TN. (2002). Present moment wonderful moment: Mindfulness verses for daily living. Parallax Press.
  • Gao Y., Shi L. (2015). Mindfulness, physical activity and avoidance of secondhand smoke: A study of college students in Shanghai. International Journal of Environmental Research and Public Health. 12(8), 10106-10116.
  • Black DS. , Fernando R. (2014). Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children. Journal of Child and Family Studies. 23(7), 1242-1246.
  • Joyce A., Etty-Leal J., Zazryn T., Hamilton A. (2010). Exploring a mindfulness meditation program on the mental health of upper primary children: A pilot study. Advances in School Mental Health Promotion. 3(2), 17-25.
  • Butzer B. , Day D. , Potts A. , Ryan C. , Coulombe S. , Davies B. , Weidknecht K., Ebert M., Flynn L., Khalsa SBS. (2015). Effects of a classroom-based yoga intervention on cortisol and behavior in second-and third-grade students: A pilot study. Journal of Evidence-based Complementary & Alternative Medicine. 20(1), 41-49.
  • Moen F. , Federici RA. , Abrahamsen F. (2015). Examining possible relationships between mindfulness, stress, school-and sport performances and athlete burnout. International Journal of Coaching Science. 9(1), 3-19.
  • Yook Y., Kang S., Park I. (2017). Effects of physical activity intervention combining a new sport and mindfulness yoga on psychological characteristics in adolescents. International Journal of Sport and Exercise Psychology. 15(2), 109-117.
  • Knothe M., Flores Martí I. (2018). Mindfulness in physical education. Journal of Physical Education, Recreation & Dance. 89(8), 35-40.
  • Milinovich T. (2015). Mindfulness first assembly. Crockett Elementary School. Phoenix, AZ.
  • Taşkın SZ. (2018). Okul çağı çocuklarının mindfulness seviyelerinin ölçülmesi: BAU çocuklar için mindfulness ölçeğinin geliştirilmesi, geçerlik ve güvenirlik Çalışması. Yüksek Lisans Tezi, Bahçeşehir Üniversitesi Eğitim Bilimleri Enstitüsü. İstanbul.
  • Liddle I., Carter GF. (2015). Emotional and psychological well-being in children: The development and validation of the Stirling children’s well-being scale. Educational Psychology in Practice. 31(2), 174-185.
  • Akin A., Yilmaz S., Özen Y., Raba S., Özhan Y. (2016). Stirling çocuklar için duygusal ve psikolojik iyi oluş ölçeği'nin Türkçe formu'nun geçerlik ve güvenirliği. Sakarya’da Eğitim Araştırmaları Kongresi, Sakarya, Türkiye.
  • Terzioğlu ZA. (2018). Farkındalık temelli beceri geliştirme programının kadın hentbolcuların psikolojik becerileri ve stresle başa çıkma stratejileri üzerindeki etkililiğinin incelenmesi. Yüksek Lisans Tezi, Akdeniz Üniversitesi Sosyal Bilimler Enstitüsü. Antalya.
  • Baltzell A., Akhtar VL. (2014). Mindfulness meditation training for sport (MMTS) intervention: Impact of MMTS with division I female athletes. The Journal of Happiness & Well-Being. 2(2), 160-173.
  • De Petrillo LA., Kaufman KA., Glass CR., Arnkoff DB. (2009). Mindfulness for long-distance runners: An open trial using mindful sport performance enhancement (MSPE). Journal of Clinical Sport Psychology. 3(4), 357-376.
  • Aherne C., Moran AP., Lonsdale C. (2011). The effect of mindfulness training on athletes’ flow: An initial investigation. The Sport Psychologist. 25(2), 177-189.
  • Demir A., Koydemir S. (2016). Grupla psikolojik danışma. Pegem Yayınları. Ankara.
  • Van Dam NT., Van Vugt MK., Vago DR., Schmalzl L., Saron CD., Olendzki A., Meissner T., Lazar SW., Kerr CE., Gorchov J., Fox KC. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. Perspectives on Psychological Science. 13(1), 36-61.
  • Brewer JA., Worhunsky PD., Gray JR., Tang YY., Weber J., Kober H. (2011). Meditation experience is associated with differences in default mode network activity and connectivity. Proceedings of the National Academy of Sciences.108(50), 20254-20259.
  • Ferrarelli F., Smith R., Dentico D., Riedner BA., Zennig C., Benca RM., Lutz A., Davidson RJ., Tononi G. (2013). Experienced mindfulness meditators exhibit higher parietaloccipital EEG gamma activity during NREM sleep. PloS One. 8(8), e73417.
  • Jha AP., Krompinger J., Baime MJ. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, & Behavioral Neuroscience. 7(2), 109-119.
  • Lao SA., Kissane D., Meadows G. (2016). Cognitive effects of MBSR/MBCT: A systematic review of neuropsychological outcomes. Consciousness and Cognition. 45, 109-123.
  • Lutz A., Greischar LL., Perlman DM., Davidson RJ. (2009). BOLD signal in insula is differentially related to cardiac function during compassion meditation in experts vs. novices. Neuroimage. 47(3), 1038-1046.
  • Sahdra BK., MacLean KA., Ferrer E., Shaver PR., Rosenberg EL., Jacobs TL., Zanesco AP.,King BG., Aichele SR., Bridwell DA., Mangun GR. (2011). Enhanced response inhibition during intensive meditation training predicts improvements in self-reported adaptive socioemotional functioning. Emotion. 11(2), 299-312.
  • Grossman P., Niemann L., Schmidt S., Walach H. (2004). Mindfulness-based stress reduction and health benefits: A meta-analysis. Journal of Psychosomatic Research. 57(1), 35-43.
  • Germer CK., Siegel RD., Fulton PR. (2013). Mindfulness and psychotherapy. Guilford Press.
  • Özyeşil Z. (2011). Üniversite öğrencilerinin öz-anlayış düzeylerinin bilinçli farkındalık kişilik özellikleri ve bazı değişkenler açısından incelenmesi. Doktora Tezi, Selçuk Üniversitesi Eğitim Bilimleri Enstitüsü. Konya.
  • Çatak PD., Ögel K. (2010). Farkındalık temelli terapiler ve terapötik süreçler. Klinik Psikiyatri. 13(1), 85-91.
  • Karacaoğlan B., Şahin NH. (2016). Bilgece farkındalık ve duygu düzenleme becerisinin iş tatminine etkisi. İşletme Araştırmaları Dergisi. 8(4), 421-444.
  • Uzun B. (2019). Fark et, anda kal: Namı diğer mindfulness. İnkılap Yayınları.
  • Chancey LP. (2018). School-based mindfulness and yoga with young adolescents as an enhanced health and physical education curriculum. Doktoral Dissertation, East Carolina University the Faculty of Department of Psychology. USA.

THE EFFECT OF MINDFULNESS BASED PHYSICAL EDUCATION AND GAME LESSONS ON THE MINDFULNESS, EMOTIONAL AND PSYCHOLOGICAL WELL-BEING LEVELS OF PRIMARY SCHOOL STUDENTS‘

Yıl 2022, Cilt: 16 Sayı: 2, 105 - 116, 22.08.2022

Öz

The purpose of this study was examine effects of mindfulness based physical education and game lessons on primary students' mindfulness, emotional and psychological well being levels. The study group of this research consisted of 30 students (15 students in the experimental group and 15 students in control group) who are studying primary school in Niğde in 2020-2021 fall semester. The research is an experimental study using the pretest-post-test model with control group. The mindfulness-based education program designed by the researcher used in physical educationand game lessons was applied to the experimental group for 8 weeks. In this study BAU-ÇMÖ and SCDPİÖ were used as data collection instruments. The Mann-Whitney U and The Wilcoxon Signed Ranks test were used to analyze data. As a result, it was determined that 8 week mindfulness based physical education and game lessons have not a significant effect on mindfulness, emotional and psychological wellbeing of primary school students‘. Post-test mean scores of the experimental group students on the BAU-ÇMÖ attitude sub-dimension (x̄ = 24,40), the awareness sub-dimension (x̄ = 19,33), the post-test mean scores they got from the SCDPİÖ were found to be (x̄ = 51.27).

Kaynakça

  • Napoli M., Krech PR., Holley LC. (2005). Mindfulness training for elementary school students: The attention academy. Journal of Applied School Psychology. 21(1), 99-125.
  • Kabat-Zinn J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain and illness. New York, NY: Delacorte.
  • Kınay F. (2013). Beş boyutlu bilinçli farkındalık ölçeği’ni Türkçe’ye uyarlama, geçerlik ve güvenirlik çalışması. Yüksek Lisans Tezi, İstanbul Bilim Üniversitesi Sosyal Bilimler Enstitüsü. İstanbul.
  • Chiesa A., Serretti A. (2009). Mindfulness-based stress reduction for stress management in healthy people: a review and meta-analysis. The Journal of Alternative and Complementary Medicine.15(5), 593-600.
  • Hoge EA., Bui E., Marques L., Metcalf CA., Morris LK., Robinaugh D., Worthington JJ., Pollack MH., Simon NM. (2013). Randomized controlled trial of mindfulness meditation for generalized anxiety disorder: effects on anxiety and stress reactivity. The Journal of Clinical Psychiatry. 74(8), 786-792.
  • Schneider J., Malinowski P., Watson PM., Lattimore P. (2019). The role of mindfulness in physical activity: a systematic review. Obesity Reviews. 20(3), 448-463.
  • Ennis CD. (2017). Educating students for a lifetime of physical activity: enhancing mindfulness, motivation and meaning. Research Quarterly for Exercise and Sport. 88(3), 241-250.
  • Bain LL. (1995). Mindfulness and subjective knowledge. Quest. 47(2), 238-253.
  • Lu C. (2012). Integrating mindfulness into school physical activity programming. Teaching & Learning. 7(1), 37-46.
  • Mulhearn SC., Kulinna PH., Lorenz KA. (2017). Harvesting harmony: mindfulness in physical education. Journal of Physical Education, Recreation & Dance. 88(6), 44-50.
  • Hanh TN. (2002). Present moment wonderful moment: Mindfulness verses for daily living. Parallax Press.
  • Gao Y., Shi L. (2015). Mindfulness, physical activity and avoidance of secondhand smoke: A study of college students in Shanghai. International Journal of Environmental Research and Public Health. 12(8), 10106-10116.
  • Black DS. , Fernando R. (2014). Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children. Journal of Child and Family Studies. 23(7), 1242-1246.
  • Joyce A., Etty-Leal J., Zazryn T., Hamilton A. (2010). Exploring a mindfulness meditation program on the mental health of upper primary children: A pilot study. Advances in School Mental Health Promotion. 3(2), 17-25.
  • Butzer B. , Day D. , Potts A. , Ryan C. , Coulombe S. , Davies B. , Weidknecht K., Ebert M., Flynn L., Khalsa SBS. (2015). Effects of a classroom-based yoga intervention on cortisol and behavior in second-and third-grade students: A pilot study. Journal of Evidence-based Complementary & Alternative Medicine. 20(1), 41-49.
  • Moen F. , Federici RA. , Abrahamsen F. (2015). Examining possible relationships between mindfulness, stress, school-and sport performances and athlete burnout. International Journal of Coaching Science. 9(1), 3-19.
  • Yook Y., Kang S., Park I. (2017). Effects of physical activity intervention combining a new sport and mindfulness yoga on psychological characteristics in adolescents. International Journal of Sport and Exercise Psychology. 15(2), 109-117.
  • Knothe M., Flores Martí I. (2018). Mindfulness in physical education. Journal of Physical Education, Recreation & Dance. 89(8), 35-40.
  • Milinovich T. (2015). Mindfulness first assembly. Crockett Elementary School. Phoenix, AZ.
  • Taşkın SZ. (2018). Okul çağı çocuklarının mindfulness seviyelerinin ölçülmesi: BAU çocuklar için mindfulness ölçeğinin geliştirilmesi, geçerlik ve güvenirlik Çalışması. Yüksek Lisans Tezi, Bahçeşehir Üniversitesi Eğitim Bilimleri Enstitüsü. İstanbul.
  • Liddle I., Carter GF. (2015). Emotional and psychological well-being in children: The development and validation of the Stirling children’s well-being scale. Educational Psychology in Practice. 31(2), 174-185.
  • Akin A., Yilmaz S., Özen Y., Raba S., Özhan Y. (2016). Stirling çocuklar için duygusal ve psikolojik iyi oluş ölçeği'nin Türkçe formu'nun geçerlik ve güvenirliği. Sakarya’da Eğitim Araştırmaları Kongresi, Sakarya, Türkiye.
  • Terzioğlu ZA. (2018). Farkındalık temelli beceri geliştirme programının kadın hentbolcuların psikolojik becerileri ve stresle başa çıkma stratejileri üzerindeki etkililiğinin incelenmesi. Yüksek Lisans Tezi, Akdeniz Üniversitesi Sosyal Bilimler Enstitüsü. Antalya.
  • Baltzell A., Akhtar VL. (2014). Mindfulness meditation training for sport (MMTS) intervention: Impact of MMTS with division I female athletes. The Journal of Happiness & Well-Being. 2(2), 160-173.
  • De Petrillo LA., Kaufman KA., Glass CR., Arnkoff DB. (2009). Mindfulness for long-distance runners: An open trial using mindful sport performance enhancement (MSPE). Journal of Clinical Sport Psychology. 3(4), 357-376.
  • Aherne C., Moran AP., Lonsdale C. (2011). The effect of mindfulness training on athletes’ flow: An initial investigation. The Sport Psychologist. 25(2), 177-189.
  • Demir A., Koydemir S. (2016). Grupla psikolojik danışma. Pegem Yayınları. Ankara.
  • Van Dam NT., Van Vugt MK., Vago DR., Schmalzl L., Saron CD., Olendzki A., Meissner T., Lazar SW., Kerr CE., Gorchov J., Fox KC. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. Perspectives on Psychological Science. 13(1), 36-61.
  • Brewer JA., Worhunsky PD., Gray JR., Tang YY., Weber J., Kober H. (2011). Meditation experience is associated with differences in default mode network activity and connectivity. Proceedings of the National Academy of Sciences.108(50), 20254-20259.
  • Ferrarelli F., Smith R., Dentico D., Riedner BA., Zennig C., Benca RM., Lutz A., Davidson RJ., Tononi G. (2013). Experienced mindfulness meditators exhibit higher parietaloccipital EEG gamma activity during NREM sleep. PloS One. 8(8), e73417.
  • Jha AP., Krompinger J., Baime MJ. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, & Behavioral Neuroscience. 7(2), 109-119.
  • Lao SA., Kissane D., Meadows G. (2016). Cognitive effects of MBSR/MBCT: A systematic review of neuropsychological outcomes. Consciousness and Cognition. 45, 109-123.
  • Lutz A., Greischar LL., Perlman DM., Davidson RJ. (2009). BOLD signal in insula is differentially related to cardiac function during compassion meditation in experts vs. novices. Neuroimage. 47(3), 1038-1046.
  • Sahdra BK., MacLean KA., Ferrer E., Shaver PR., Rosenberg EL., Jacobs TL., Zanesco AP.,King BG., Aichele SR., Bridwell DA., Mangun GR. (2011). Enhanced response inhibition during intensive meditation training predicts improvements in self-reported adaptive socioemotional functioning. Emotion. 11(2), 299-312.
  • Grossman P., Niemann L., Schmidt S., Walach H. (2004). Mindfulness-based stress reduction and health benefits: A meta-analysis. Journal of Psychosomatic Research. 57(1), 35-43.
  • Germer CK., Siegel RD., Fulton PR. (2013). Mindfulness and psychotherapy. Guilford Press.
  • Özyeşil Z. (2011). Üniversite öğrencilerinin öz-anlayış düzeylerinin bilinçli farkındalık kişilik özellikleri ve bazı değişkenler açısından incelenmesi. Doktora Tezi, Selçuk Üniversitesi Eğitim Bilimleri Enstitüsü. Konya.
  • Çatak PD., Ögel K. (2010). Farkındalık temelli terapiler ve terapötik süreçler. Klinik Psikiyatri. 13(1), 85-91.
  • Karacaoğlan B., Şahin NH. (2016). Bilgece farkındalık ve duygu düzenleme becerisinin iş tatminine etkisi. İşletme Araştırmaları Dergisi. 8(4), 421-444.
  • Uzun B. (2019). Fark et, anda kal: Namı diğer mindfulness. İnkılap Yayınları.
  • Chancey LP. (2018). School-based mindfulness and yoga with young adolescents as an enhanced health and physical education curriculum. Doktoral Dissertation, East Carolina University the Faculty of Department of Psychology. USA.
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Spor Hekimliği
Bölüm Araştırma Makaleleri
Yazarlar

Merve Rumeysa Alpay 0000-0003-0648-5793

Semiyha Tuncel 0000-0003-0075-821X

Yayımlanma Tarihi 22 Ağustos 2022
Gönderilme Tarihi 15 Haziran 2022
Kabul Tarihi 19 Temmuz 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 16 Sayı: 2

Kaynak Göster

APA Alpay, M. R., & Tuncel, S. (2022). MINDFULNESS TEMELLİ BEDEN EĞİTİMİ VE OYUN DERSLERİNİN İLKOKUL ÖĞRENCİLERİNİN MINDFULNESS İLE DUYGUSAL VE PSİKOLOJİK İYİ OLUŞ DÜZEYLERİ ÜZERİNE ETKİSİ. Beden Eğitimi Ve Spor Bilimleri Dergisi, 16(2), 105-116.

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